This desk review summarises existing key data points, data sources and trends in adolescent girls’ access to and use of digital technology. It also highlights the gaps in the evidence base and where more research is needed.

Taking advantage of the fact that São Paulo featured in-person classes for the lion’s share of the first school quarter of 2020, but not thereafter, we estimate the effects of remote learning on secondary education, using a differences-in-differences strategy that contrasts variation in dropout risk and standardized test scores between the first and the last school quarters in 2020 to that in 2019, when all classes were in-person.

This webinar focused on how education practitioners and organizations around the world have adapted their M&E frameworks (data collection, monitoring, evaluation and learning) during the COVID-19 crisis with presentations and panelists from INEE, People in Need Nepal, Young 1ove, EdTech Hub, the Girls Education Challenge and Malawi project team, and the INEE Distance Education Reference Group.

Street Child’s Marginalised No More project in Nepal supports 7,000 highly marginalised girls to learn basic literacy and numeracy through an accelerated learning programme (ALP) and livelihood support.

Part of the VSO Sisters for Sisters’ Education Project in Nepal, the English and Digital for Girls’ Education (EDGE) programme supports 1,350 adolescent girls through girls’ clubs which had used radio as a key modality.

تم تصميم هذا الدليل لدعم المشاريع والمنفذين للنظر في كيفية تصميم وتنفيذ ومراقبة تدخلات التعليم والتعلّم عن بعد (DTL)، في وقت تكون فيه المرونة وتكييف التدّخلات ضرورية للحفاظ على تعلّم الأطفال.

This guide was designed to support projects and implementors to consider how to design, implement and monitor distance teaching and learning (DTL) interventions in a time where flexibility and adaptation of interventions is necessary to keep children learning.